UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

Name: Rayma Aton Mentor: Katie Johnson

Lesson Plan Title: Creepy Carrots Day 5

Date: 10/5/18 Estimated Time: 40 min

Grade Level: Kindergarten School: Hummel

1. State Standard(s):

 W.K.5- Develop and strengthen writing as needed…
 SL.K.5- Add drawings or other visual displays to descriptions as desired to
provide additional detail.
 RL.K.1- With prompting and support, ask and answer questions about key details
in a text.
 RL.K.2- With prompting and support, retell familiar stories, including key details.
 RL.K.3- With prompting and support, identify characters, setting, and major
events in a story.

2. Teaching Model(s):


 Direct Instruction
 Whole group
 Independent

3. Objective(s):


 SWBAT retell the events that happened in Creepy Carrots Blooms: Knowledge
 SWBAT connect with the story. Why was Jasper scared? Have you ever been
scared? Blooms: Analyze
 SWBAT draw a picture of a time they were scared and write a sentence about it.
Blooms: Create

4. Materials and Technology Resources

 Elmo
 Projector
 Smart board
 Creepy Carrots book
 My connection page
5. Instructional Procedures:


a. Motivation/Engagement:

 Today, I am going to read Creepy Carrots. Let’s turn all the lights off so it’s super
scary!
 Lemov Strategy: Draw the Map- “Control the physical environment to support the
specific lesson goal for the day.” Turning the lights off helped me control the
physical environment. It set the mood for the story. The story is called Creepy
Carrots so the students know something strange was going to happen. I tried to
make the book as spooky as possible so they can get into that mindset of being
afraid.

b .Developmental Activities or Learning Experiences:

 After I read the book to the students, I will ask why our main character Jasper was
scared? I will then ask the students to retell me the events that happened in the
story that led up to Jasper being scared.
 Lemon Strategy: Take a Stand- “Push students to actively engage in the ideas
around them by making judgements about the answers their peers provide.” I
called on students to help me retell the story. One of the students said one of the
last things that happened in our story. I said, “I know that happened in the story
but was that the very first thing that happened?” The whole class said no. We took
turns retelling all the events of the story and the order they went in so we could
see at what point in the story did Jasper start getting scared.
 Next I will ask the students to think of a time they were scared. I will have
students turn to their partner to share what happened and why they were so
scared.
 After the students share with their partner, I will have the students raise their hand
if they have a really good story of a time they were scared. (Call on 3 students)
 I will then tell the students they have made a real life connection with our story
character Jasper. There was a time in their lives that they were scared just like
Jasper was.
 I will pull out the My Connection worksheet and model for the students how to do
it. First I want to draw a picture of Jasper and why he was scared. Next I will
draw a picture of myself and draw in the details of why I was scared. I will tell the
students that one night I woke up in the middle of the night and I was so
incredibly thirsty. I have a two story house so I have to go all the way downstairs
to get a drink. When I came out of my bedroom it was very dark. I heard a noise
downstairs. I suddenly was not thirsty anymore. I ran back to bed, put my whole
body under the covers and I closed my eyes really, really tight.

c. Closure:


 Once I draw both pictures of myself and Jasper being scared, I will write my
sentence. Have the students go back to their desks and work on their worksheet.
Students will provide a detailed picture and try their best to write something.
d. Extension:

 If students finish early they can read a book or draw on their whiteboard.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

 Kameron has been doing much better staying on task now that he has a visual
schedule. He knows that if he does not do the assignment we are working on he
cannot check it off.

7. Assessment and Evaluation of Learning:

a. Formative:

 I will be listening to students as they share with their partners describing a time
when they were scared. I will also be walking around and seeing what students
write about.

b. Summative:

 n/a

8. Homework Assignment:

 n/a

9. Reflection:


a. Strengths: This lesson went very well. The students LOVED Creepy Carrots! They
thought the book was so scary and they loved that we turned off the lights. Making the
connection of being afraid was very easy for the students. They all have been scared of
something at some point in their life. After I shared my story I had many students tell me
they were also afraid of the dark.

b. Concerns: n/a

c. Insights: I really enjoyed this lesson because all the students were engaged. Even my
problem student was into this lesson. He sat on the carpet while we read the story, he
gave me an example of a time that he was scared. I was very happy that he could make a
connection to our story. This lesson showed me that even a simple thing like reading a
great book will keep even a difficult student entertained.